UDL: Common access to personalized learning

After reading my previous blogpost on Universal Design for Learning, a reader, Jackie, posted a comment asking if implementing Universal Design in instruction might potentially lead to “advanced learners not being able to excel in the classroom because everyone is working on the same thing at the same time.”

Jackie’s concern is understandable, and I thought it was worth further exploration here as a follow-up post.

Universal Design for Learning ensures that all students have meaningful access to course curricula, instructional activities, and assessments. But this doesn’t mean that advanced learners won’t be able to excel or that everyone in the class is working on the same thing at the same time. The important point is access.

To expand on the example from my original post, think about an advanced user of a GPS device who would be able to excel in locating multiple restaurants, gas stations, and interesting locations on a trip, using the device in a way that maximizes the benefit for his or her needs. Another person may use the same device for a single, straightforward purpose: to get from point A to point B.

The universal design of the GPS device allowed both persons to access the information needed for their specific, personal needs.

Universal Design in Learning allows students with diverse abilities and backgrounds to learn and demonstrate knowledge through multiple means. It doesn’t require instructors to abandon their teaching/learning philosophies, theories, or models, but it does require that they rethink their use of a diverse set of instructional strategies in order for learning to be accessible to everyone.